Research On The Level Of Understanding Of Scientific Inquiry By Ninth Grade Students

Scientific inquiry has been paid more and more attention by the scientific education circles of various countries in recent years.All countries are concerned about how to cultivate students' scientific literacy through scientific inquiry.Developing students' correct understanding of scientific inquiry is an important goal of science education.But the practice proves that the scientific inquiry teaching has not achieved the desired effect.Therefore,This paper chose to carry on the investigation and research to the scientific inquiry understanding level of the ninth grade students under the guidance of the tutor.The author first through the literature research determined the theoretical basis for this study--the eight dimensions of the view of scientific inquiry summarized by the science education expert Norman G.Lederman and Judith S.Lederman in the United States,then chose the Views About Scientific Inquiry questionnaire from Norman G.Lederman,selected the ninth grade students in a county school in Hebei Province as the research objects,and conducted a questionnaire survey and data processing analysis,and confirmed interviewees according to data analysis,collected interview results and conducted analysis and processing.From the analysis of the questionnaire and the interview results,it is concluded that:The students' understanding of scientific inquiry is at the level of "mixed" or "naive".And their understanding of the eight dimensions is very uneven.There are significant differences within and between dimensions.Students' understanding comes mainly from classroom teaching by teachers(a few come from textbooks,life experiences,television programs,introductions from experienced people,extracurricular books and so on).Most students believe that after a deeper understanding,they may change their existing unreasonable,incomplete,or no further understanding and explain that students lack systematic knowledge to understand scientific inquiry.According to the conclusion of the study,some suggestions for improving the level of scientific inquiry understanding of ninth grade students for reference: 1.a dominant way.It is suggested that the importance of scientific inquiry should be clearly emphasized in curriculum standards and textbooks,and the content should be made explicit in curriculum standards andtextbooks.2.a direct way.Teachers-Teachers actively enrich their own scientific inquiry theory knowledge,update the scientific inquiry concept,and improve the level of scientific inquiry understanding.Students--teachers should guide the student to go directly to understand which contains the concept of scientific inquiry through scientific inquiry activities in class,lets the student experience activities more intuitively gradually to a more in-depth understanding of scientific inquiry.3.the way of reflection.In the process of "doing inquiry",students constantly reflect on themselves through the guidance of teachers,thus correcting,improving and enhancing their understanding of scientific inquiry.At the same time,teachers constantly reflect on themselves in "doing inquiry" and "teaching inquiry",improve their level of understanding of scientific inquiry.Therefore,it is better to make efforts for the improvement of students' understanding of scientific inquiry.Based on the above conclusions and some suggestions for reference,we hope that this study can enrich the research on the view of scientific inquiry and provide information for further research.